World History – Curriculum Pacing Guide – 2012-2013
Content Areas
Unit 1 European Renaissance and Reformation
Unit 2 Muslim World Expands
6 days
8 days
Pacing SC Standards/ Indicators
MWH-1.2 Explain the impact of the Crusades and the Renaissance on European exploration including the significance of humanism, the revival of learning, and the transfer of knowledge about sailing and ancient philosophy from the Arabs to the Europeans. MWH-1.4 Evaluate the impact of the collapse of European feudal institutions and the spread of towns on the transmission of goods, people, and ideas in Europe. MWH-1.5 Explain how the development of banks in Europe influenced the transfer of goods throughout Europe. MWH-3.1 Describe the proliferation of religious ideas, including the expansion of Islam, the competition between Protestants and Catholics throughout Europe, and the spread of Buddhism through East and Southeast Asia. MWH-3.2 Evaluate the impact of religious dissent on the development of European kingdoms during the 16th century, including the warfare between peasants and feudal lords in German principalities, the conflict between the nobility of the Holy Roman Empire and the Hapsburg emperors, the creation of the Church of England, and the dynastic and religious competition in France.
MWH-1.1 MWH-1.3
MWH-2.4 MWH-3.1
MWH-3.3 MWH-3.5
MWH-4.5
Describe the diffusion of people and goods between Europe, Asia, and Africa during the 14th and 15th centuries to show the networks of economic interdependence and cultural interactions. Analyze the reasons for European interest in Africa, including the significance of the struggle between Muslim and Christian leaders in the Mediterranean and European interest in finding new trade routes to Asia. Analyze the influence of the Mughal empire on the development of India, including the influence of Persian culture and the Muslim religion on the Hindu culture. Describe the proliferation of religious ideas, including the expansion of Islam, the competition between Protestants and Catholics throughout Europe, and the spread of Buddhism through East and Southeast Asia. Explain the role of Islam on the cultures of the Middle East, North Africa, and Asia, including its methods of expansion, its impact on religious diversity, and reactions to its expansion. Compare the spread of religion and the development of trade routes and diplomatic connections, including Christian missionary work, Buddhist and Islamic pilgrimages, and the competition between Muslims and Christians for territory. Analyze the factors that contributed to the collapse of the Mughal empire in India, including the role of religious intolerance.
Content Focus
Italy – Birthplace of the Renaissance The Northern Renaissance Luther leads the Reformation The Reformation continues
Ottomans build a vast empire Cultural Blending Mughal Empire in India
Suggested Activities
1.
Have students choose one of the Renaissance women below about whom to prepare and deliver short oral biographies. Female students may even want to deliver their reports in the first person, as oral “autobiographies”. Be sure that all reports include an explanation of the social processes by which these women were able to make significant contributions: Lucretia Borgia Isabella d’Este
1. 2.
Make a timeline chronology of the rise and fall of the Ottoman Empire. Complete a characteristics chart that contains key cultural features of the Ottoman Empire. Transpose the territories of the two empires onto a political map of the modern Southwest Asia.
Anderson School District Five
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3.
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013 Content Areas
Unit 1 European Renaissance and Reformation
2.
3. 4. 5. 6. 7.
Textbook Correlations
Unit 2 Muslim World Expands
Vittoria Colonna Catherine d’Medici Elizabeth I Christine de Pizan View the movie The Agony and The Ecstasy to pinpoint key elements of the Renaissance such as: Styles of painting and sculpture The patronage relationship Mixing of secular and spiritual authority Draw a political cartoon to illustrate how the Protestant Reformation came about from the standpoint of secular authority. Write a short essay describing what the response to a “Martin Luther” in modern America might be. Write and deliver a “sermon” as a Catholic clergyman strongly opposed to or in favor of Luther’s ideas. Give a speech as Martin Luther explaining his position in relation to the Peasants’ Revolt. Divide the class into three-person teams, each to play the role of Henry VIII, one of his wives, and a marriage counselor. Each “spouse” will state their complaint against the other and the “counselor” will attempt to outline the basic problems and a possible solution. Be sure to include the issue of religion whenever applicable.
Chapter 17, All sections
Chapter 18, All sections
World History: Patterns of Interaction, McDougal Littell
World History: Patterns of Interaction, McDougal Littell
Anderson School District Five
2
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Unit 3 An Age of Explorations and Isolation
Unit 4 The Atlantic World 1492-1800
9 days
8 Days
SC Standards/ Indicators
MWH-1.1 Describe the diffusion of people and goods between Europe, Asia, and Africa during the 14th and 15th centuries to show the networks of economic interdependence and cultural interactions. MWH-2.1 Evaluate the consequences of the changing boundaries of kingdoms in Europe, Asia, the Americas, and Africa. MWH-2.2 Describe the principle routes of exploration and trade between Europe, Asia, Africa, and the Americas from the late 15th century through the 16th century. MWH-2.3 Explain the competition between European kingdoms for space and resources, including the Hundred Years’ War between France and England, the rise of the Holy Roman Empire in Central Europe, and the response to Islam on the Iberian Peninsula. MWH-2.6 Describe the impact of the competition among European countries on the various kingdoms of the Americas and Africa, including the Columbian Exchange and the slave trade. MWH-3.6 Analyze various indigenous religions practiced in Africa and the Americas and their impact on the culture of the region, including animism and polytheism. MWH-4.6 Analyze the trade policy of mercantilism and its influence on the relationship between imperial centers and their peripheries.
MWH-1.1 Describe the diffusion of people and goods between Europe, Asia, and Africa during the 14th and 15th centuries to show the networks of economic interdependence and cultural interactions. MWH-2.1 Evaluate the consequences of the changing boundaries of kingdoms in Europe, Asia, the Americas, and Africa. MWH-2.2 Describe the principle routes of exploration and trade between Europe, Asia, Africa, and the Americas from the late 15th century through the 16th century. MWH-2.3 Explain the competition between European kingdoms for spaced and resources, including the Hundred Years’ War between France and England, the rise of the Holy Roman Empire in Central Europe, and the response to Islam on the Iberian Peninsula. MWH-2.6 Describe the impact of the competition among European countries on the various kingdoms of the Americas and Africa, including the Columbian Exchange and the slave trade. MWH-3.6 Analyze various indigenous religions practiced in Africa and the Americas and their impact on the culture of the region, including animism and polytheism. MWH-4.5 Analyze the factors that contributed to the collapse of the Mughal empire in India, including the role of religious intolerance.
Content Focus
Europeans Explore the East China limits European contact Japan returns to isolation
Spain builds an American Empire European nations settle North America The Atlantic Slave trade The Columbian Exchange and Global trade
Suggested Activities
1. 2. 3.
Make a timeline chronology of the rise and fall of the Qing dynasty. Dramatize a short skit in the Kabuki style. Write haikus about World History or current issues.
1.
Write a first-hand account from the perspective of one of the following individuals: a sailor with Columbus or Magellan Bartolome de las Casas Vasco de Gama a native American in the New World Have students make a two-column chart listing the various items that passed from west to east, and from east to west in the Columbian Exchange.
Content Areas Pacing
2.
Anderson School District Five
3
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013 Content Areas Textbook Correlations
Unit 4 The Atlantic World 1492-1800
Unit 3 An Age of Explorations and Isolation Chapter 19, All sections
Chapter 20, All sections
World History: Patterns of Interaction, McDougal Littell
World History: Patterns of Interaction, McDougal Littell
Anderson School District Five
4
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Pacing SC Standards/ Indicators
Content Focus
Unit 5 Absolute Monarch in Europe
Unit 6 Enlightenment and Revolution
4 days
8 days
MWH-3.2 Evaluate the impact of religious dissent on the development of European kingdoms during the 16th century, including the warfare between peasants and feudal lords in German principalities, the conflict between the nobility of the Holy Roman Empire and the Hapsburg emperors, the creation of the Church of England, and the dynastic and religious competition in France. MWH-4.1 Explain the changing boundaries in Europe and Asia as a result of the competition between nation-states during the 17th and 18th centuries. MWH-4.7 Explain the disruption within West African kingdoms as a result of the competition between European countries over slave trade.
MWH-1.4 MWH-4.2
MWH-5.1 MWH-5.2 MWH-6.1 MWH-6.3
Spain’s Empire and European Absolutism Reign of Louise XIV Central European Monarch Clash Parliament limits the English monarch
Anderson School District Five
MWH-1.2
First Nine Weeks Test
Content Areas
5
Explain the impact of the Crusades and the Renaissance on European exploration including the significance of humanism, the revival of learning, and the transfer of knowledge about sailing and ancient philosophy from the Arabs to the Europeans. Evaluate the impact of the collapse of European feudal institutions and the spread of towns on the transmission of goods, people, and ideas in Europe. Explain the changes in European overseas empires during this period, including the waning of the Spanish and Portuguese empires and the struggle between empires and colonists. Explain how the scientific revolution in Europe led to the questioning of orthodox ideas. Analyze the ideas of social equality, democracy, constitutionalism, and nationalism brought about by the Enlightenment and their effects on institutions. Explain the impact of English political institutions and attitudes on their North American colonies, and the American Revolution. Analyze various movements for individual rights, including worldwide abolitionism, the end of slave trade movements in England and Latin America, the liberation of serfs in Russia, and the growing movement for women’s rights.
The Scientific Revolution Enlightenment in Europe Enlightenment Spreads The American Revolution
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Suggested Activities
Unit 5 Absolute Monarch in Europe 1.
2.
3. 4.
5.
Textbook Correlations
Unit 6 Enlightenment and Revolution
Assign individual students to do short oral thumbnail sketches of each of the following monarchs: Philip II Elizabeth I Louis XIV Peter The Great Frederick The Great Reports should focus on the degree of power each had. After hearing all the reports, let the class decide where to place each monarch on a continuum drawn on the whiteboard so that the final result shows “least powerful” to “most powerful”. Louis XIV called himself the “Sun King” to suggest that all power in France radiated from him. Create a “reverse sun” diagram that shows from where Louis received all his power. Each “ray” pointing toward Louis should detail a separate source of power, either social, political, or economic. Write a short essay arguing whether Louis XIV left a predominantly positive or a negative legacy to France. Draw six pie charts, one for each English monarch under discussion from Elizabeth I (1558) to William & Mary (1688). With each whole “pie” representing 100% of England’s political power, decide and illustrate how big a piece belonged to each monarch and how much belonged to Parliament. Write a brief essay comparing the political trend in France vs. that of England in terms of monarchs gaining or losing political power.
1.
First Nine Weeks Test
Content Areas
2. 3.
4.
Work as two-person teams to graphically illustrate and orally summarize the key points of the discoveries of the thinkers listed below: Ptolemy Copernicus Kepler Galileo Francis Bacon Descartes Newton Write a short essay explaining why there was so much opposition to and conflict over these new ideas of the Scientific Revolution. Lead a class discussion around these central questions: “Why didn’t the Enlightenment take place before the Scientific Revolution?” “What is the specific intellectual concept that connected these two periods of achievement?” “What is the modern equivalent, in your opinion, of the Scientific Revolution?” Write a short paragraph linking each of the great Enlightenment thinkers with any aspect of modern American society.
Chapter 21, Sections 1, 2, 3, and 5
Chapter 22, All sections
World History: Patterns of Interaction, McDougal Littell
World History: Patterns of Interaction, McDougal Littell
Anderson School District Five
6
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Content Areas Pacing
Unit 7 French Revolution and Napoleon
Unit 8 Nationalist Revolutions Sweep the West
4 days
6 days
SC Standards/ Indicators
MWH-6.2 Analyze the reasons for independence movements as exemplified by the French and Haitian revolutions and 18th century South American rebellions. MWH-6.3 Analyze various movements for individual rights, including worldwide abolitionism, the end of slave trade movements in England and Latin America, the liberation of serfs in Russia, and the growing movement for women’s rights.
MWH-6.2 Analyze the reasons for independence movements as exemplified by the French and Haitian revolutions and 18th century South American rebellions. MWH-6.3 Analyze various movements for individual rights, including worldwide abolitionism, the end of slave trade movements in England and Latin America, the liberation of serfs in Russia, and the growing movement for women’s rights. MWH-6.4 Explain the causes of the revolutions of 1820, 1830, and 1848 and the reasons why these revolutions failed to achieve nationalist and democratic objectives. MWH-6.5 Analyze the successes and limitations of movements for national unity, including the unification of Germany and Italy and the American Civil War.
Content Focus
French Revolution begins Revolution brings reform and terror Congress of Vienna
Latin American people win independence Europe faces revolutions Nationalism
Suggested Activities
1.
Divide the class in half, one side focusing on the American Revolution, the other on the French. Select a discussion leader for each side to brainstorm the events, processes, and conditions that led to each outbreak. You might even want to sub-divide each half into “Social”, “Economic” or “Political” subgroups to identify these facts by category. Use the groups from the previous activity to identify the social, political, and economic outcomes of these two revolutions. Have the students who worked on the American Revolution yesterday work on the French Revolution today, and vice versa. Using the groups and information obtained from the last two activities, lead the class in a discussion around the question: “Why was the outcome of The French Revolution so much more violent than that of the American Revolution?”
1.
Assign class members to research and portray the participation of each of the personalities below as they pertain to liberation movements in Haiti, Venezuela, Argentina, and Mexico. Try to have each “leader” express both sides of the conflict, and be sure to include economic and cultural influences, positive and negative, from Europe: Toussaint L’Ouverture Simon Bolivar Jose de San Martin Miguel Hidalgo Jose Maria Morelos King of Spain Prince Don Pedro (Portugal) Napoleon Bonaparte
2.
Brainstorm a list of traits /characteristics that the class feels are distinctly “American” in nature (i.e., “pride”, “stubbornness”, “pioneer spirit”, etc.).
2.
3.
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World History – Curriculum Pacing Guide – 2012-2013 Content Areas
Unit 7 French Revolution and Napoleon
Unit 8 Nationalist Revolutions Sweep the West
3.
Textbook Correlations
Then discuss how these traits have contributed to America’s position in the world today. Consider also the extent to which this situation would’ve been different if America had remained part of the British Empire. Compare this process of developing American nationalism with what took place in any of the emerging nationalist movements in Europe after 1815.
Chapter 23, Sections 1, 2, and 5
Chapter 24, Sections 1, 2, and 3
World History: Patterns of Interaction, McDougal Littell
World History: Patterns of Interaction, McDougal Littell
Anderson School District Five
8
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Content Areas Pacing
Unit 9 The Industrial Revolution
Unit 10 The Age of Democracy and Progress
8 days
4 days
SC Standards/ Indicators
MWH-5.3 Identify the major technological and social characteristics of the Industrial Revolution. MWH-5.4 Analyze the relationship between the expanding world market economy and the development of industrialization in Great Britain, the United States, Germany, and Japan, including shifts in world demography and urbanization and changing class and race relations. MWH-5.5 Compare capitalism with other forms of political and economic ideologies, including socialism, communism, and anarchism.
MWH-6.5 Analyze the successes and limitations of movements for national unity, including the unification of Germany and Italy and the American Civil War.
Content Focus
Beginnings of Industrial Revolution Industrialization Industrialization Spreads Reforming the Industrial World
Democratic reform and activism Self-rule for British colonies War and expansion in the U.S.
Suggested Activities
1.
Examine the industrializing experience of Great Britain, the United States, Germany, and Japan. After comparing and contrasting the conditions of each country, answer the question: “What can be concluded about the most important determining factors of range and speed of industrialization?”
1.
Conduct an open class discussion on the topic of anti-Semitism with the objective of answering the question: “What are the historical roots of anti-Semitism?” Be sure to include as a minimum discussions of the following events: Persecution by and Diaspora from the Roman Empire Blame for the Black Death Spanish Inquisition and expulsion from Spain Attempts of Jews to develop a niche in medieval European economy Dreyfus Affair Balfour Declaration (1917) German Holocaust As a class, construct a Venn diagram to illustrate how unification movements in Germany, Italy, and America (during the Civil War) were both similar and different. Create a graphic organizer that illustrates the relationship between industrialization and democratization in 19th century Europe. Be sure to include the key events in Great Britain and France that arose out of the Industrial Revolution and fueled the process of democratization. To decide on the shape of your graphic, think about what happened after democratization began to take hold in Europe in terms of increased or
2. 3.
Anderson School District Five
9
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013 Content Areas
Unit 9 The Industrial Revolution
Unit 10 The Age of Democracy and Progress decreased industrialization.
Textbook Correlations
Chapter 25, All sections
Chapter 26, Sections 1, 2, and 3
World History: Patterns of Interaction, McDougal Littell
World History: Patterns of Interaction, McDougal Littell
Anderson School District Five
10
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Pacing
Unit 11 The Age of Imperialism
Unit 12 Transformations Around the Globe
4 days
6 days
SC Standards/ Indicators
MWH-4.7 Explain the disruption within West African kingdoms as a result of the competition between European countries over slave trade. MWH-5.6 Analyze Asia’s relationship with European states through 1800, including Japan’s policy of limiting contacts with foreigners. MWH-7.5 Explain the impact of collapsing imperial regimes and growing nationalist movements in India, Africa, and Southeast Asia, including Pan-Africanism and the emerging civil rights movement in the United States.
Content Focus
The scramble for Africa Europeans claim Muslim lands Imperialism in Southeast Asia
Suggested Activities
1.
Divide the class into groups representing the seven European colonizers of Africa in the 19th century. Have each group research the following details about the African nations colonized by their group’s country: Countries’ names (1913) Countries’ names (2012) Main export (1913) Main export (2012) Year of independence Official non-African languages World ranking by GNP (2012) Compare and contrast the history of European control of Nigeria with that of South Africa. Construct a cause-and-effect timeline outlining the colonial history of South Africa beginning with the early Portuguese explorers
2. 3.
Anderson School District Five
11
2nd Nine Weeks Test
Content Areas
MWH-5.4 Analyze the relationship between the expanding world market economy and the development of industrialization in Great Britain, the United States, Germany, and Japan, including shifts in world demography and urbanization and changing class and race relations. MWH-5.6 Analyze Asia’s relationship with European states through 1800, including Japan’s policy of limiting contacts with foreigners. MWH-6.6 Describe the reactions in Asian kingdoms to the Western ideas of nationalism, including the Indian nationalist movement, the Meiji era in Japan, and the Manchu dynasty in China.
China resists outside influence Modernization of Japan U.S. economic imperialism
1.
Write two letters, one from U.S. President McKinley explaining the Open Door Policy to the Chinese Empress Cixi, and the second representing the Empress’ reply. Be sure to mention advantages for China in the President’ letter, and disadvantages in the Empress’. Draw a diagram illustrating the reforms in China’s government, economy, and society recommended by Empress Cixi. Be prepared to explain why each reform was a reaction to foreign actions in China. Construct a graphic timeline illustrating Japan’s transformation to isolationism in the early 19th century to militaristic empire in the20th century. Focus on key economic and political events that fueled the transformation.
2.
3.
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013 Unit 11 The Age of Imperialism 4.
5. 6. 7. 8.
Textbook Correlations
Unit 12 Transformations Around the Globe
through the arrival of the Boers and then the British. On a blank political map of Eurasia (19th c.), illustrate the flow of trade of the following goods: raw cotton tea cotton clothing jute peanuts opium coffee indigo Write a short essay supporting the opinion that India either did or did not benefit economically and culturally as a result of the British raj View the film The Jewel In The Crown Color a blank outline map of Southeast Asia to represent the European nations which colonized these areas. Create an original cartoon that illustrates the growing weakness of the formerly mighty Ottoman Empire against expanding European powers. Use as few words as possible, concentrating instead on the use of symbolism and caricature.
2nd Nine Weeks Test
Content Areas
Chapter 27, Sections 1, 3, and 5
Chapter 28, Sections 1, 2, and 3
World History: Patterns of Interaction, McDougal Littell
World History: Patterns of Interaction, McDougal Littell
Anderson School District Five
12
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Content Areas
Unit 13 The Great War
Unit 14 Revolution and Nationalism
12 days
8 days
SC Standards/ Indicators
MWH-7.1 Analyze the relative importance of economic and political rivalries, ethnic and theological conflicts, social class, militarism, and imperialism as underlying causes of World War I and World War II, including the role of nationalism and propaganda in mobilizing civilian populations around the world to support the two world wars. MWH-7.2 Analyze the ways that the responses of the governments of Britain, France, Germany, and Italy to the economic and political challenges of the 1920s and 1930s contributed to the renewal of international hostilities in the years leading o World War II. MWH-7.3 Describe major shifts in world geopolitics between 1900 and 1945, including the changing role of the United States in international affairs and the move from isolationism to an increased role as a world power. MWH-7.4 Explain the origins of the conflict in the Middle East as a result of the collapse of the German, Habsburg, and Ottoman empires after World War I and the creation of the state of Israel after World War II.
MWH-6.6 Describe the reactions in Asian kingdoms to the Western ideas of nationalism, including the Indian nationalist movement, the Meiji era in Japan, and the Manchu dynasty in China. MWH-6.7 Explain the causes of the Russian Revolution of 1917, including the reasons that the revolutionary government progressed from moderate to radical. MWH-7.5 Explain the impact of collapsing imperial regimes and growing nationalist movements in India, Africa, and Southeast Asia, including Pan-Africanism and the emerging civil rights movement in the United States.
Content Focus
Marching toward war Europe plunges into war A global conflict A flawed peace
Suggested Activities
1.
Create a grid with all causes of World War I down the vertical axis and all the participant nations across the top. In each box formed by this grid, indicate with the first letter whether this was a political (P), economic (E), ethnic (H), ideological (I), nationalistic (N), or propaganda (G) concern of that particular country. On a blank outline map of Europe in 1914, use a sharply contrasting color to draw in the new countries created as a result of World War I. Take note of which pre-war nations gained or lost territory in the process, and be prepared to give a fact-based explanation for each.
Pacing
2.
3.
Using the African nations of Nigeria and Ethiopia as background, attempt to identify and summarize at least one successful and
Anderson School District Five
13
Revolutions in Russia Imperial China collapses Nationalism in India and Southwest Asia 1. 2.
3.
Create a 3-section Venn diagram illustrating the common yet differing responses of Japan, China, and Russia to nationalist impulses. Create a two-tier timeline which documents the key transitional events in China history from the end of dynastic rule in 1911 through to the Communist takeover in 1949. Be sure to include social, political, and economic influences within China on one tier and corresponding international events on the other. Create a web diagram with “Bolshevik Revolution” as the central focus circle. Follow the direct and indirect consequences of this upheaval in the radiating circles of your diagram. You might even want to consider two separate diagrams, one for internal Russian
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013 Content Areas
Unit 13 The Great War
Unit 14 Revolution and Nationalism
one unsuccessful example of resistance to imperialism in the 19th century. Emphasize the common characteristics , if any, in both sets of examples.
Textbook Correlations
results and one for impacts on international affairs.
Chapter 29, All sections
Chapter 30, Sections 1, 3, and 4
World History: Patterns of Interaction, McDougal Littell
World History: Patterns of Interaction, McDougal Littell
Anderson School District Five
14
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Unit 15 Years in Crisis
Unit 16 World War II
7 days
12 days
SC Standards/ Indicators
MWH-7.1 Analyze the relative importance of economic and political rivalries, ethnic and theological conflicts, social class, militarism, and imperialism as underlying causes of World War I and World War II, including the role of nationalism and propaganda in mobilizing civilian populations around the world to support the two world wars.
MWH-7.1 Analyze the relative importance of economic and political rivalries, ethnic and theological conflicts, social class, militarism, and imperialism as underlying causes of World War I and World War II, including the role of nationalism and propaganda in mobilizing civilian populations around the world to support the two world wars. MWH-7.2 Analyze the ways that the responses of the governments of Britain, France, Germany, and Italy to the economic and political challenges of the 1920s and 1930s contributed to the renewal of international hostilities in the years leading o World War II. MWH-7.3 Describe major shifts in world geopolitics between 1900 and 1945, including the changing role of the United States in international affairs and the move from isolationism to an increased role as a world power. MWH-7.4 Explain the origins of the conflict in the Middle East as a result of the collapse of the German, Habsburg, and Ottoman empires after World War I and the creation of the state of Israel after World War II.
Content Focus
Postwar uncertainty A worldwide depression Fascism rises in Europe Aggressors invade nations
Suggested Activities
1.
Discuss what life would be like in America today if 40% of the population lost their jobs. Have students follow the step-by-step downward spiraling effect of this unemployment, then focus the discussion on how this cycle could be broken. Compare and contrast the New Deal with measures taken in Great Britain to respond to the Depression. Draw political cartoons contrasting how the Italians and Germans
Pacing
2. 3.
Anderson School District Five
Third Nine Weeks Test
Content Areas
15
Hitler’s lightning war Japan’s Pacific campaign The Holocaust The Allied Victory Europe and Japan in ruins
1.
On large outline maps of the world, number and color-code key areas of conflict for the Germans, the Japanese, the British, and the Americans. On the back of the map, write brief thumbnail summaries of the objectives to be accomplished in each area. Try to keep areas numbered sequentially and in chronological order, and be sure to mention the geographical facts inherent at each location. Specify turning points and include these in your
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013 Unit 15 Years in Crisis 4. 5. 6.
Textbook Correlations
Unit 16 World War II
viewed Mussolini and Hitler before and then after the war. Create a Venn diagram to illustrate similarities and differences between Italian, German, and Japanese imperialism. Write a modern “fable” that symbolically tells the story of Britain’s appeasement of Italy or Germany or the U.S. policy of isolationism. Remember to include an appropriate ”moral” at the end. Make a columnar chart with headings for Leninist Marxism, European fascism, Japanese militarism, and western democracy. Then try to list two or three countries which attempted each type of government ideology after World War II. After collecting your data, explain and support any generalizations you have reached.
Chapter 31, All sections
World History: Patterns of Interaction, McDougal Littell
Anderson School District Five
16
Third Nine Weeks Test
Content Areas
2.
summaries. Conduct a class debate on the morality of dropping two atomic bombs on Japan to end WWII. Ask students to prepare both a “pro” and a “con” argument, then randomly divide the class to conduct the debate.
Chapter 32, All sections
World History: Patterns of Interaction, McDougal Littell
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Content Areas Pacing
Unit 17 Restructuring the Postwar World
Unit 18 The Colonies Become New Nations
8 days
8 days
SC Standards/ Indicators
MWH-8.2 Explain the rationale for the development of supranational organizations (e.g., the United Nations, the European Union, the African Union, the Organization of American States). MWH-8.3 Illustrate the impact of the Cold War on developing and newly independent countries, including Soviet, United States, and Chinese involvement in the domestic and foreign affairs of countries such as Egypt, Iran, Iraq, Vietnam, Korea, Chile, Cuba, Guatemala, and the Congo.
MWH-7.5 Explain the impact of collapsing imperial regimes and growing nationalist movements in India, Africa, and Southeast Asia, including Pan-Africanism and the emerging civil rights movement in the United States. MWH-8.1 Evaluate the relative importance of factors such as world war, economic depression, nationalist ideology, labor organizations, communism, and liberal democratic ideals in the emergence of movements for national self-rule or sovereignty in Africa and Asia.
Content Focus
Cold War: Superpowers face off Communists take power in China Wars in Korea and Vietnam Cold War divides the world Cold War thaws
Indian subcontinent achieves freedom Southeast Asian nations gain independence New nations in Africa Conflicts in the Middle East Central Asia struggles
Suggested Activities
1.
Create an imaginary exchange of correspondence between Harry Truman and Joseph Stalin in which each leader explains his perception of the post-war division of Europe (the so-called Iron Curtain) and the spread of democratization. Create a web diagram around the central core of “Chinese Civil War 1945-1949”. Use this diagram to follow the cause-and-effect process as China goes from an agricultural, nationalist government under Jiang to an industrializing communist government under Mao. Be sure to include the creation of a “second China” on Formosa and the Cultural Revolution in Communist China. Write two opposing articles for the local newspaper OP-ED page under the headings “The Cold War Competition Was/Was Not A Good Thing”. Make a concentrated effort in the articles to weight the negatives of military conflict with the positives of the space race, scientific research, etc. Draw a Venn diagram that illustrates the similarities and differences between the governments, economies, and societies of the Soviet Union and Communist China.
1.
Make a three-column chart labeled “Political Ideology”, “Religion”, and ”Ethnicity”. Place the nations below under the appropriate column based on the predominant issue leading to their independence: India (1947) Pakistan (1947) Sri Lanka (1948) Bangladesh (1971) Philippines (1946) Burma (1948) Malaysia (1957) Singapore (1965) Indonesia (1949) East Timor (2002) Be prepared to defend your answers!
2.
3.
4.
Anderson School District Five
17
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013 Content Areas
Unit 17 Restructuring the Postwar World
Unit 18 The Colonies Become New Nations
5.
Textbook Correlations
Draw a triangular figure with Communist China, the USSR, and the U.S. at the apex of each of the three angles. Draw in arrows from one country to another which represents a positive or negative step in the relationship between the two with brief phrases to the side to explain each arrow. 6. Create a RAFT (Role/Audience/Forum/Topic) piece to illustrate the reaction of popular culture to the Cold War. Some examples might be: Last diary entry from a teenager inside his family’s bomb shelter in mid-October 1962 Skit portraying a German family divided on opposite sides of the Berlin Wall Anti-war speech by American student leaving for Canada to avoid the draft Letter to Pres. Johnson from mother of U.S. soldier in Viet Nam College professor’s lecture on the historical significance of the 1957 Sputnik launch Imaginary phone call between Khrushchev and Eisenhower after U2 shootdown in ‘60 Fan letter to Douglas MacArthur after his firing by Pres. Truman Chapter 33, All sections
Chapter 34, All sections
World History: Patterns of Interaction, McDougal Littell
World History: Patterns of Interaction, McDougal Littell
Anderson School District Five
18
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Content Areas
Unit 19 Struggles for Democracy
Unit 20 Global Interdependence
8 days
8 days
SC Standards/ Indicators
MWH-8.5 Analyze the impact of movements for equality in the United States, Africa, and Southeast Asia as well as the varying reactions around the world to equity issues. MWH-8.6 Analyze the impact that the collapse of the Soviet Union and communist governments in Eastern Europe had on the people and geopolitics of Eurasia, including the balkanization of Yugoslavia, the reunification of Germany, and the creation of the new republics of Central Asia.
MWH-8.2 Explain the rationale for the development of supranational organizations (e.g., the United Nations, the European Union, the African Union, the Organization of American States). MWH-8.4 Describe the diffusion of aspects of popular cultures, including music, film, art forms, and foodways. MWH-8.7 Evaluate the benefits and costs of increasing worldwide trade and technological growth, including the movement of people and products, the growth of multi-national corporations, the increase in environmental concerns, and the increase in cultural exchanges.
Content Focus
Challenge of democracy in Africa Changes in Central and Eastern Europe China: Reform and Reaction
Suggested Activities
1.
Create a web diagram around the central core of “Mikhail Gorbachev” to illustrate how his actions led directly and indirectly to the collapse of the Soviet Union. Draw a country-by-country timeline to show in what order the former Communist satellites of Eastern Europe shifted to democracy. Begin with Poland. Conduct a class discussion comparing and contrasting the American civil rights movement of the 1950s/60s with the anti-apartheid movement in South Africa from 1948 to 1994. Question: “Are some “democracies” more democratic than others?”
1.
Pacing
2. 3. 4.
2. 3.
4.
5.
Anderson School District Five
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Impact of science and technology Global economic development Global security issues Cultures blend in a global age Use a cartogram map of the world’s population to draw some useful conclusions about the dangers of unchecked growth. Question: “How many of the most heavily populated nations have stable governments and economies?” Refer to the cartogram of world population from the previous lesson to determine some causes of economic imbalance in the world. Question: “Does population play a role in this imbalance?” “Which of the nations with the largest population are also the most economically productive?” Use the U.S., one other developed nation, one emerging nation, and a fourth undeveloped, largely agricultural nations as examples. Try to describe at least one benefit and one disadvantage that globalization brings to each of these examples. Note the specific examples of terrorist groups in different nations on pp. 1088-1089. Answer the following questions about each example: “What do the examples all have in common?” “What is the specific objective of each terrorist group?” “Why has each group resorted to terrorism instead of more orthodox or civilized means of getting what they want?” “What are the similarities and differences between terrorism and guerrilla warfare?”
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013 Content Areas Textbook Correlations
Unit 19 Struggles for Democracy
Unit 20 Global Interdependence
Chapter 35, Sections 2, 3, 4, and 5
Chapter 36, All sections
World History: Patterns of Interaction, McDougal Littell
World History: Patterns of Interaction, McDougal Littell
Anderson School District Five
20
July 1, 2012
